Brendan Smith
Ceist:187. Deputy Brendan Smith asked the Minister for Education and Youth if a special class will be approved for a school (details supplied); and if she will make a statement on the matter. [44639/26]
Amharc ar fhreagraSpecial Educational Needs
Ceisteanna (187)
Freagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. Schools seeking to establish new special classes should continue to engage with the NCSE at local level.
However it may not always be possible to open new special classes in every school who expresses an interest. The NCSE must consider the level of need in the local area and the availability of places in existing special classes in the area.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
565 new special classes have been sanctioned to date, including 56 inclusive special classes. Further new special classes may be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county with 10 new special classes confirmed for Cavan so far.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
Oideachas trí Ghaeilge
Ceisteanna (188)
Aengus Ó Snodaigh
Ceist:188. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige cén slat tomhais atá nó a bhéas á úsáid chun éileamh do Ghaelcholáistí nua a mheas, an é líon na nGaelscoileanna nó na bpáistí scoile ag teacht astu a bheadh ceangailte leis, nó an leanfar ag tabhairt neamhaird ar chearta daoine óga leanúint lena gcuid oideachais tré Ghaeilge ag leibhéal na meánscolaíochta tar éis dóibh freastail ar Ghaelscoil; agus an ndéanfaidh sí ráiteas ina thaobh. [44666/26]
Amharc ar fhreagraFreagraí scríofa
Ní bhunaítear scoileanna nua ach amháin i gceantair ina bhfuil fás déimeagrafach, toisc go gcaithfear tús áite a thabhairt do na hacmhainní atá ar fáil don bhonneagar scoile chun a chinntiú go bhfuil áit scoile ag gach leanbh.
Áirítear i gClár an Rialtais, 2025, Todhchaí na hÉireann a Dhaingniú, tiomantas do Ghaelscoileanna agus Gaelcholáistí a bhunú sa chás go bhfuil éileamh ann agus do thacaíocht a thabhairt do thuismitheoirí a roghnaíonn oideachas trí mheán na Gaeilge dá leanaí.
I ndáil leis seo, d’fhoilsigh an roinn ‘Polasaí don Oideachas lán-Ghaeilge lasmuigh den Ghaeltacht’.
Ba phríomhmholadh sa tuarascáil seo Tascfhórsa ar Mhúnlaí Soláthair don Ghaeloideachas a bhunú, a chuir tús lena chuid oibre i mí na Samhna 2025.
Is é ról an tascfhórsa ná ardán a chur ar fáil do chomhoibriú idir an roinn agus príomhpháirtithe leasmhara chun bealach a fhorbairt chun soláthar an oideachais lán-Ghaeilge a mhéadú ar bhonn náisiúnta. Táthar ag súil go gcríochnófar obair an tascfhórsa laistigh de bhliain amháin. Cuirfidh sé moltaí faoi bhráid na roinne maidir le réimsí amhail na critéir le haghaidh soláthar oideachais trí mheán na Gaeilge, conas tacú le scoileanna atá ag aistriú chuig oideachas trí mheán na Gaeilge agus sásraí chun leathnú soláthair a éascú.
Rinne mo roinn an Suirbhé Bunscoile ag deireadh 2025. Bhí an suirbhé, arb é an ceann is mó dá leithéid a rinneadh riamh in Éirinn, sainiúil don scoil agus bhí sé mar aidhm aige measúnú a dhéanamh ar éileamh agus roghanna tuismitheoirí maidir le cineálacha éagsúla soláthar bunscoile. Tríd an suirbhé, tá eolas soiléir faighte ag mo roinn faoi roghanna tuismitheoirí agus caomhnóirí maidir leis na bunscoileanna a bhfreastalaíonn a leanaí orthu faoi láthair, nó a bhfreastalóidh siad orthu sna blianta amach romhainn, i roinnt réimsí tábhachtacha de sholáthar bunscoile, lena n-áirítear teanga an teagaisc (Gaeilge nó Béarla).
An tseachtain seo caite, chuir mo roinn torthaí a scoileanna sonracha ar fáil do bhunscoileanna, lena n-áirítear roghanna a dtuismitheoirí i ndáil leis an nGaeilge. Cabhróidh na torthaí seo anois le tacú le rannpháirtíocht áitiúil fhiúntach agus cinnteoireacht eolasach ag leibhéal na scoile maidir leis an treo is fearr a oireann do gach pobal scoile amach anseo.
Tá mo roinn lántiomanta do sholáthar trí mheán na Gaeilge a thacú agus tá breis is €500m infheistithe ag mo roinn le 6 bliana anuas d’fhonn foirgnimh scoile nua a thógáil agus saoráidí atá ann cheana féin do scoileanna trí mheán na Gaeilge ar fud na tíre a nuachóiriú. Chuimsigh an infheistíocht seo tógáil 10 bhfoirgneamh scoile nua do scoileanna trí mheán na Gaeilge le linn na tréimhse seo.
Leanfaidh mo Roinn de thacaíocht a thabhairt do Sholáthar Oideachais Lán-Ghaeilge le linn na tréimhse 2026 go 2030, mar chuid d’fheidhmiú céimneach an PFN.
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New schools are only established in areas of demographic growth, as the resources available for school infrastructure have to be prioritised to ensure that every child has a school place.
The Programme for Government 2025, Securing Ireland’s Future, includes a commitment to establish Gaelscoileanna and Gaelcholáistí where there is demand and support parents choosing Irish-medium education for their children.
In this regard, my department published a ‘Policy for Irish-medium Education outside of the Gaeltacht’. A key recommendation of this report was the establishment of a Taskforce on Models of Provision for Irish-medium Education, which commenced its work in November 2025.
The role of the taskforce is to provide a platform for collaboration between the department and key stakeholders to develop a pathway to increase provision of Irish-medium education nationally. The taskforce's work is expected to be completed within one year. It will make recommendations to the department on areas such as the criteria for Irish-medium education provision, how to support schools transitioning to Irish-medium and mechanisms to facilitate expansion of provision.
My department also conducted the Primary School Survey in late 2025. The survey, which is the largest of its kind ever undertaken in Ireland, was school specific and aimed to assess parental demand and preferences for different types of primary school provision. Through the survey, my department has obtained clear information on the preferences of parents and guardians about the primary schools which their children currently attend, or will attend in coming years, on a number of important areas of primary school provision, including language of instruction (Irish or English).
Last week my department provided primary schools with their school-specific results, which included the preferences from the parents of their current and potential future pupils in relation to Irish-medium education in their school. These results will now help to support meaningful local engagement and informed decision-making at school level as to the future direction that works best for each individual school community.
Finally, my department has invested over €500m over the last 6 years in building new school buildings and modernising existing facilities for Irish medium schools across the country. This investment has included the construction of 10 new school buildings for Irish medium schools during this period.
My department will continue to support Irish medium provision as part of NDP rollout during the 2026 to 2030 period.
School Enrolments
Ceisteanna (189)
Barry Heneghan
Ceist:189. Deputy Barry Heneghan asked the Minister for Education and Youth whether her Department assesses the impact of large scale residential developments on future demand for school places and childcare provision; the projected requirement for additional primary and post primary school places in the Donaghmede, Clongriffin and Belmayne areas over the next ten years; the plans in place to expand educational infrastructure in these communities; and if she will make a statement on the matter. [44683/26]
Amharc ar fhreagraFreagraí scríofa
I wish to advise the Deputy that requirement for school places is kept under on-going review in the context of available information on population, enrolments and residential development activity.
In order to plan for school provision and analyse the relevant demographic data, my department divides the country into 314 school planning areas and uses a geographical information system, using data from a range of sources, including CSO census data, child benefit and school enrolment data, to identify where the pressure for school places across the country will arise and where additional school accommodation is needed at primary and post-primary level.
Major new residential developments have the potential to alter the demand for school places at a local level. In that regard, as part of the demographic demand analysis, my department monitors planning and construction activity in the residential sector. This involves the analysis of data sources from local authorities and the CSO along with the engagement with local authorities and the construction sector. In this way, up-to-date information on significant new residential developments is obtained and factored into the demographic analysis exercise. This is necessary to ensure that schools infrastructure planning is keeping pace with demographic changes, at a local level, where there is a constantly evolving picture with planned new residential development.
My department also conducts granular analysis below the level of a school planning area, particularly where a school planning area encompasses both high growth urban settlement areas and a more rural hinterland.
Where demographic data indicates that additional provision is required, the delivery of such additional provision is dependent on the circumstances of each case and may, be provided through:
• Utilising existing unused capacity within a school or schools,
• Extending the capacity of a school or schools,
• Provision of a new school or schools.
If additional accommodation is required, the aim to try and facilitate this, as much as possible, by way of expansion of existing schools rather than establishing new schools. The expansion of existing schools is consistent with wider Government objectives under Project Ireland 2040 for an increased emphasis on compact growth. In respect of post primary schools, new post primary schools must have a student enrolment capacity of 600-1,000 students and must be co-educational. A lower threshold of 400 students may apply to gaelcholáistí, having regard to the alternative of establishing an Irish-medium unit (aonad) in an English-medium school.
New schools are only established in areas of demographic growth as the resources available for school infrastructure have to be prioritised to meet the needs of areas of significant population increase so as to ensure that every child has a school place.
My department has established two new primary school entities in this area to meet the demand for school places from new residential developments. Stapolin ETNS was established in the area in 2019 and Gaelscoil Grainne Maol was established in 2021.
The planned establishment of a new post-primary school in 2021 to serve the Donaghmede_Howth_D13/Baldoyle/Stapolin school planning areas was announced in 2018 as a result of a countrywide demographic exercise. Further analysis has since been conducted on the necessity for the establishment of planned new school taking into account a number of factors including the pace of delivery of the expected additional residential development in the school planning areas, associated enrolments and the capacity in existing schools in the areas.
My department is satisfied that the existing demand can be accommodated at present by the existing and growing schools in the school planning areas. As a result, the establishment of the planned new post primary school has been deferred.
The department is aware of further developments planned including proposed developments by the LDA. The pace of delivery of additional residential development in the Donaghmede_Howth_D13 school planning area, along with updated enrolment data and demographic data will be kept under review and this will inform the timing of school requirements. My department will continue to liaise with the Dublin City Council and the LDA in respect to the pace of delivery of these planned residential developments.
Question No. 190 answered with Question No. 184.
Oideachas trí Ghaeilge
Ceisteanna (191)
Aengus Ó Snodaigh
Ceist:191. D'fhiafraigh Deputy Aengus Ó Snodaigh den Aire Oideachais agus Óige ar lorg sí nó na hAirí roimpi comhairle ón Ard-Aighne maidir leis an dlisteanacht a bhaineann le cearta oideachais tré Ghaeilge a shéanadh do pháistí scoile; agus an ndéanfaidh sí ráiteas ina thaobh. [44739/26]
Amharc ar fhreagraFreagraí scríofa
Nuair is cuí, lorgaíonn mo Roinn comhairle dlí maidir le saincheisteanna a thagann chun cinn le linn a cuid oibre. Tá aon chomhairle dlí a fhaightear faoi réir phribhléid ghairmiúil dlíodóra agus ní bheadh sé cuí trácht a dhéanamh ar aon chomhairle dá leithéid.
Aithnítear san Acht Oideachais 1998 ról mo Roinne “an ceart atá ag tuismitheoirí a leanaí a chur ar scoil is rogha leis na tuismitheoirí a chur chun cinn, ag féachaint do chearta pátrún agus d’úsáid éifeachtach agus éifeachtúil acmhainní”. Tá mé tiomanta go hiomlán tacú leis an oideachas lán-Ghaeilge agus do dheiseanna breise a chur ar fáil do pháistí agus do dhaoine óga a gcuid oideachais a fháil trí mheán na Gaeilge. Tá gealltanais i gClár Rialtais 2025 – Todhchaí na hÉireann a Dhaingniú – chun deiseanna a leathnú do dhaltaí agus do scoláirí freastal ar Ghaelscoileanna agus Gaelcholáistí, Gaelscoileanna agus Gaelcholáistí a bhunú áit a bhfuil éileamh ann, agus tacú le tuismitheoirí atá ag roghnú oideachais lán-Ghaeilge dá bpáistí.
Seoladh an Polasaí don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht i mí na Samhna 2025. Leagtar amach sa pholasaí fís mo roinne go mbeidh oideachas lán-Ghaeilge ar ardchaighdeán ar fáil do chách, i suíomhanna oideachais atá ionchuimsitheach agus ilchultúrtha. Tá mé tiomanta go mbeidh mo roinn ag obair i gcomhar le páirtithe leasmhara chun an fhís sin a bhaint amach, agus dul chun cinn a dhéanamh i dtreo gealltanais Chlár an Rialtais a bhaint amach.
Tá an Tascfhórsa ar Mhúnlaí Soláthar don Oideachas lán-Ghaeilge, a bunaíodh faoin bPolasaí don Oideachas Lán-Ghaeilge lasmuigh den Ghaeltacht, ag cur ardán ar fáil do chomhoibriú idir mo roinn agus príomhpháirtithe leasmhara chun cosán a aithint chun an soláthar oideachais lán-Ghaeilge a mhéadú. Táim ag tnúth le toradh an tascfhórsa seo, agus tá súil agam go dtapóidh ár bpáirtithe leasmhara na deiseanna a chuirfidh sé ar fáil chun soláthar an oideachais lán-Ghaeilge a neartú agus a leathnú.
Where appropriate, my Department seeks legal advice on issues arising in the course of its work. Any legal advice obtained is subject to legal professional privilege and it would not be appropriate to comment on any such advice.
The Education Act 1998 identifies the role of my department “to promote the right of parents to send their children to a school of the parents’ choice having regard to the rights of patrons and the effective and efficient use of resources”. I am fully committed to supporting Irish-medium education and to providing additional opportunities for children and young people to receive their education through the medium of Irish.
The Programme for Government 2025 – Securing Ireland's Future – contains commitments to expand opportunities for pupils and students to attend Gaelscoileanna and Gaelcholáistí, to establish Gaelscoileanna and Gaelcholáistí where there is demand, and to support parents who choose Irish-medium education for their children.
The Policy for Irish-Medium Education outside of the Gaeltacht was launched in November 2025. The policy sets out my department's vision that high-quality Irish-medium education will be available to all, in inclusive and multicultural educational settings. I am committed to my department working with stakeholders to achieve that vision, and to make progress towards delivering on the commitments of the Programme for Government.
The Taskforce on Models of Provision for Irish-Medium Education, which was established under the Policy for Irish-Medium Education outside of the Gaeltacht, is providing a platform for collaboration between my department and key stakeholders to identify a pathway to increase the provision of Irish-medium education. I look forward to the outcome of this taskforce, and I hope that our stakeholders will seize the opportunities it will provide to strengthen and expand the provision of Irish-medium education.
Special Educational Needs
Ceisteanna (192)
Louis O'Hara
Ceist:192. Deputy Louis O'Hara asked the Minister for Education and Youth if additional special classes will be sanctioned for the next school year; the status of an application by a school (details supplied) to establish a special class; and if she will make a statement on the matter. [44740/26]
Amharc ar fhreagraFreagraí scríofa
This government is fully committed to supporting students with special educational needs to fulfil their full potential and the Programme for Government makes a number of commitments to deliver on this objective.
The National Council for Special Education (NCSE) is the statutory body responsible for the provision of special education and allocating supports for students with special educational needs.
The NCSE actively encourage expressions of interest from schools to open special classes, and I appreciate and commend the efforts taken by boards of management in expressing their interest. Schools seeking to establish new special classes should continue to engage with the NCSE at local level. It may not always be possible to open new special classes in every schools who expresses an interest. NCSE must consider the local level of need and the availability of places in existing special classes in the area. My Department and the NCSE continue to focus on providing new special classes in medium and larger primary schools where possible.
My department and the NCSE continue to work closely with school patron bodies, school management bodies and schools to confirm new special classes for the next school year 2026/2027. The NCSE began sanctioning new special classes in January of this year, which is several months earlier than last year.
In addition, I recently announced inclusive special classes as part of a new approach to supporting students with additional needs. This is one of many ways my department is actively engaging to meet the increased demand.
565 new special classes have been sanctioned to date, including 56 inclusive special classes. Further new special classes may be confirmed in the coming weeks.
The earlier sanctioning of new classes provides clarity for parents and allows schools more time for the planning and establishment of new special classes. The vast majority of new special classes being announced are being provided in available school accommodation which is being reconfigured as a special class. Each special class at primary level is allocated 1 teacher and 2 SNAs and at post-primary level, schools receive 1.5 teachers and 2 SNAs. Details of the new special classes are available on the NCSE website.
Of the 565 new special classes, 366 are being established in primary schools and 199 in post-primary schools. New special classes are being established in every county with 31 new special classes confirmed for Galway so far.
My department and the NCSE are committed to delivering an education system that is of the highest quality and where every child and young person feels valued and is actively supported and nurtured to achieve their full potential.
School Staff
Ceisteanna (193)
Noel McCarthy
Ceist:193. Deputy Noel McCarthy asked the Minister for Education and Youth the criteria for the allocation of the special education teacher allowance; if her Department is considering an extension of this allowance to other special school staff such as special needs assistants; and if she will make a statement on the matter. [44754/26]
Amharc ar fhreagraFreagraí scríofa
In respect of pay and allowances, the Government is committed to the delivery of quality public services and continues to approach public service pay in a balanced way that is reasonable and fair to both public servants and to the taxpayer. This has been achieved through a series of national collective agreements, agreed between trade unions and the Government, applying across the public sector.
Under the Public Service Agreement 2024–2026 (PSA), which has been approved by Government and applies to all public servants, pay increases totalling 9.25% are provided for up to June 2026. These terms were collectively agreed with the Irish Congress of Trade Unions.
The PSA also contains a local bargaining provision under which employers and trade unions/associations may negotiate additional changes in rates of pay and/or conditions of employment. The PSA concludes on 30 June 2026.
As teachers are represented by a number of trade unions, it is for each representative organisation to negotiate on behalf of their members.
The INTO has opted to use their Local Bargaining Fund to settle a number of claims one of which is the Allowance for Teachers working in Special Schools. This allowance will be paid to Teachers employed in recognised Special Schools, who satisfy the eligibility criteria as outlined in Department of Education and Youth circular 54/2026.
Negotiations for the 1% fund with Fórsa Trade Union representing SNAs is ongoing with the Department.
Additional amendments to teacher and SNA Terms and Conditions, including pay, can only be achieved through engagement and collective bargaining agreements between the Government and the Public Service unions. Such changes can occur only under those processes, and any such proposals would need to be considered in detail by the Department, the Department of Public Expenditure Infrastructure Public Service Reform and Digitalisation and the relevant unions.
School Staff
Ceisteanna (194)
Seán Crowe
Ceist:194. Deputy Seán Crowe asked the Minister for Education and Youth to report on the loss of a teacher at a school (details provided) which will result in four classes being amalgamated into three; their view regarding the suitability of a September cutoff date for enrolment figures regarding teacher numbers for the following academic year which disregard any subsequent enrolments; if she is concerned that the resulting classes will be of 29 and 30 students and in direct contradiction of the Programme for Government commitment to reduce class sizes to 19:1; and if she will make a statement on the matter. [44762/26]
Amharc ar fhreagraFreagraí scríofa
Teaching allocations are determined by the enrolment of the school on the previous 30 September. This process enables the Department to have in place the necessary measures to assess the accuracy of returns and thereby strengthen the integrity of the resource allocation process and the equitable treatment of schools, whilst ensuring that publicly funded resources are properly allocated.
The staffing arrangements for the 2026/27 school year are set out in Circular 0025/2026. That circular contains information and application forms on the staffing appeals process, where schools may appeal their staffing allocation to the Primary Staffing Appeals Board, including one for schools that had additional enrolments in October. The Appeals Board operates independently of the Department and its decision is final.
The configuration of classes and the deployment of classroom teachers are done at local school level. The Department's guidance to schools is that the number of pupils in any class is kept as low as possible taking all relevant contextual factors into account (e.g. classroom accommodation, fluctuating enrolment etc.).
School Admissions
Ceisteanna (195)
Ruth Coppinger
Ceist:195. Deputy Ruth Coppinger asked the Minister for Education and Youth the steps she will take to legislate against certain aspects of school admission polices (details supplied); and if she will make a statement on the matter. [44771/26]
Amharc ar fhreagraFreagraí scríofa
The overall objective of the Admissions Act is to provide a framework for school enrolment that is designed to ensure that every child is treated fairly and that the way in which schools decide on applications for admission is structured fair and transparent.
The Act creates confidence for parents that the admission criteria laid down by schools and the procedures used by them are visible, legitimate, reasonable, and fair. The legislation is part of a suite of measures taken to take greater account of the needs of parents and students in the school system. The Act provides for schools to explicitly state in the school's admission policy that it will not discriminate against an applicant for admission on the grounds of disability, special educational needs, sexual orientation, family status, membership of the traveller community, race, civil status, gender or religion while including provision for single sex schools and denominational schools to reflect, in their admission policy, the exemptions applicable to such schools under equality legislation. A key provision in the act that schools must accept all applicants unless they are oversubscribed.
The provision referred to by the Deputy relates to section 62(10)(b) of the Education (Admissions to Schools) Act 2018. This allows schools, if they so desire, to take into account a student's connection to a school by virtue of a parent or grandparent having previously attended the school when deciding on an application for admission to that school.
This is in recognition of the ties which parents, grandparents and broader families may have to schools and is subject to a limit of 25% on the number of available places that can be filled by a school using this criterion. The statutory limit of 25% on the number of available places that can be filled by a school using this criterion, is a limit imposed by the act where previously there was no limit. There are no plans to review this provision at this time.
School Transport
Ceisteanna (196)
Malcolm Byrne
Ceist:196. Deputy Malcolm Byrne asked the Minister for Education and Youth if further consideration has been given to expanding the pilot school transport scheme to include a bus from Ferns to Bunclody, County Wexford; if it could be considered for the 2026-2027 school year; and if she will make a statement on the matter. [44775/26]
Amharc ar fhreagraFreagraí scríofa
The School Transport Scheme is a significant operation managed by Bus Éireann on behalf of the Department of Education and Youth that has expanded significantly over the past six years. In that time, the numbers of children and young people using the service have grown from under 120,000 pupils in 2018 to over 181,000 pupils including over 24,000 pupils with Special Educational Needs in 2025 which equates to an increase of over 50%. Since 2018, investment in the scheme has more than doubled, from €200 million to €537 million.
The School Transport 2030 report was published in early 2024. The recommended changes to the schemes include expansion of the current eligibility criteria, addressing current operational challenges and moving towards better integration with public transport to ensure the best value for money to the Exchequer.
It was outlined at the time the Review was published that the proposed changes to the eligibility criteria would further increase demand for the scheme. Therefore, it was considered prudent to implement the changes on a phased basis.
As part of this phased rollout, 14 School Transport pilots commenced in the 2024/25 school year. A further 11 pilots were approved for the 2025/26 school year. For these pilots, the distance criteria for pupils are reduced to 2km for primary and post primary and the need for a pupil to be attending their nearest school is removed.
Due to ongoing challenges in the wider transport sector, including availability of drivers and vehicles, any expansion of services must be carefully planned and phased. While pilot projects are considered in select areas to test revised eligibility criteria, these pilots are limited in scope and capacity.
All pilots are being monitored, and a further evaluation will take place at the end of the current school year. Findings from these evaluations will guide the planning and implementation needed for a national rollout of a revised School Transport Scheme subject to the availability of resources.
Implementation of the recommendations of the review will continue to be planned subject to resources being available to meet the expected increased demand.
School Accommodation
Ceisteanna (197)
Michael Cahill
Ceist:197. Deputy Michael Cahill asked the Minister for Education and Youth to provide details of class sizes across County Kerry; the steps she will take to reduce further class sizes in Kerry; and if she will make a statement on the matter. [44795/26]
Amharc ar fhreagraFreagraí scríofa
The Statistics Section of my Department's website contains extensive data in relation to our schools, including information on pupil teacher ratio and the number of classes in each individual school.
Priority was given in recent Budgets to reducing the pupil teacher ratios in primary schools which has brought the teacher allocation ratio to an average of 1 classroom teacher for every 23 pupils in all primary schools, the most favourable ratio ever seen at primary level. Teacher allocations for DEIS Urban Band 1 schools have also been improved and now stand at an average of 17:1, 21:1 and 19:1 for junior, senior and vertical schools respectively.
In 2015, teachers were allocated to primary schools at a general average of 28 pupils for every one teacher. In the same 10 year period, average class sizes in primary schools have improved from 24.9 to 22.2 and the pupil : teacher ratio shows the ratio of pupils to teachers improve from 16:1 to 12.8:1. In addition to the reductions in the teacher allocation ratio, a three-point reduction in the retention schedule, which was introduced in 2021, assists schools that would otherwise be at risk of losing teaching posts. Further progress on this matter will be considered as part of the annual budgetary process.
Public Sector Pensions
Ceisteanna (198)
John Connolly
Ceist:198. Deputy John Connolly asked the Minister for Education and Youth the number of retired staff with pension entitlement within her Department who have seen their pension subjected to pension abatement following re-entering employment in the public sector; and if she will make a statement on the matter. [44799/26]
Amharc ar fhreagraFreagraí scríofa
The Department of Education and Youth currently has 4 retired staff who are subjected to pension abatement following re-entry into the public sector. Pension abatement is applied in accordance with the relevant public service pension provisions. The Department recognises the skills and experiences these staff bring to the Department.
Schools Building Projects
Ceisteanna (199)
Michael Cahill
Ceist:199. Deputy Michael Cahill asked the Minister for Education and Youth the current status of the proposed school building project for a school (details supplied); the stage the project has reached within her Department’s planning process; when a decision is expected regarding progression to Stage 2B; if funding will be provided under the National Development Plan to allow the project to proceed; and if she will make a statement on the matter. [44808/26]
Amharc ar fhreagraFreagraí scríofa
The school referred to by the Deputy was approved to enter my department’s pipeline of school buildings under the Additional School Accommodation (ASA) scheme for a project providing two special educational needs classrooms and one special education tuition room. The project is devolved to the school authority for delivery.
This project is currently at stage 1 (preliminary design). A revised Stage 1 report has been submitted to my department and is currently undergoing a comprehensive review from both a technical and cost perspective. Given the detailed nature of the evaluation process, the need to ensure full cost compliance, and the requirement to align the project with the prioritisation framework under the National Development Plan, this review process is necessarily thorough.
The accommodation needs at this school will be considered as part of the ongoing overall department led prioritisation process, in consultation with the school’s patron and school authorities. It is not possible to provide indicative timelines for progression to subsequent stages, as the project remains under active review and will advance in line with the wider NDP programme implementation framework.
Disadvantaged Status
Ceisteanna (200)
Roderic O'Gorman
Ceist:200. Deputy Roderic O'Gorman asked the Minister for Education and Youth if she is aware of an appeal by a school (details supplied) regarding the failure to grant DEIS PLUS status; when the appeal will have a decision made; and if she will make a statement on the matter. [44814/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
As the Deputy is aware, an appeal process is currently underway for schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their enrolment data. It would not be appropriate to comment on individual schools or on the status of any individual appeal until that process has concluded. It is anticipated that schools will be informed of the outcomes by the end of June 2026.
The DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.
My department and I will continue to engage with school communities and education stakeholders regarding the implementation of the DEIS Strategy to 2035 and the range of supports available to schools serving communities experiencing educational disadvantage. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
School Management
Ceisteanna (201)
Roderic O'Gorman
Ceist:201. Deputy Roderic O'Gorman asked the Minister for Education and Youth the reason a school (details supplied) has never been granted an English as an additional language teaching post as of right, given the significant need in the area; the reason the school has to appeal each year in order to be granted some hours, with the ensuing increase in paper work for the school management team; and if she will make a statement on the matter. [44815/26]
Amharc ar fhreagraFreagraí scríofa
The Department has adapted to the dynamic landscape of student enrolment and has prioritised enhancing English as an Additional Language (EAL) support, recognising the critical role of language.
All schools are advised in the first instance to review whether the needs of newly enrolled pupils can be met from within existing allocations. Language supports are also included through the Special Education Teaching (SET) which encompasses an element of language support allocation. Under this SET model, schools are frontloaded with resources to provide support immediately to those pupils who need it without delay.
The Department's policies enable flexible resource allocation to ensure that the resources follow pupils in the event of them changing schools. These supports to schools, based on an application process, are provided for new-entrant pupils (i.e., pupils arrived in the country in the last 2 years with an EAL requirement). Similar to previous years, supports may also be provided for schools with a high concentration of pupils that are not classified as new-entrant pupils but who have an EAL need i.e., those pupils with less than 3 years EAL support and register less than B1 in an English proficiency test.
In addition further additional temporary EAL support is also provided through the Primary Staffing Appeals Board.
The Department’s Inspectorate report available on the Department website “Meeting Additional Language Needs: Whole-school and Classroom Approaches for Inclusive Language Learning” outlines the best practice approaches in the teaching and learning of EAL involving mainstream teachers. The report underscores the importance of English language provision for educational equity and wellbeing and applauds schools for promoting diversity and belonging. The Department will use its recommendations to enhance learning experiences across all schools.
School Curriculum
Ceisteanna (202)
Fionntán Ó Súilleabháin
Ceist:202. Deputy Fionntán Ó Súilleabháin asked the Minister for Education and Youth if she will request the State Examinations Commission to review 'Culture War' language as used in the applied Leaving Certificate Social Education examination, which normalises terminology that many view as divisive, unnecessary, and as an affront to the rights and dignity of biological women; and if she will make a statement on the matter. [44827/26]
Amharc ar fhreagraFreagraí scríofa
The State Examinations Commission (SEC) has responsibility for the operation and delivery of the State examinations, including the preparation of all examination papers and test instruments.
In view of this, I have asked the SEC to respond directly to the Deputy.
School Accommodation
Ceisteanna (203)
Micheál Carrigy
Ceist:203. Deputy Micheál Carrigy asked the Minister for Education and Youth for an update on an application regarding a project at a school (details supplied) under the additional school accommodation scheme, given the school shows a consistent increase in enrolments and a consistent number in their after school facility. [44864/26]
Amharc ar fhreagraFreagraí scríofa
I can confirm to the Deputy that an application under the department’s Additional School Accommodation (ASA) Scheme was received from the school in question. The application relates to provision of an additional mainstream classroom and is currently under consideration by my officials.
Since 2020, my department has invested over €6.9 billion in our schools throughout the country under the National Development Plan, involving the completion of over 1,400 school building projects along with over 4,000 small-scale improvement works to meet priority maintenance needs and advance energy efficiency and climate goal. In addition, repurposing and optimisation of existing accommodation capacity across the school estate has been a key enabler of timely, local provision of special class capacity in a way that supports best practice in inclusion and integration. Circa 80% of new special classes in 2025/26 are being facilitated in repurposed classroom accommodation. This investment has delivered real benefits for school communities.
Given the general downward direction of overall enrolments in the area the department's focus for the assessment of such additional accommodation applications will be as follows:
• Analyse the extent to which enrolments at this school and neighbouring schools are serving the local area in the first instance. This will identify if some of the pressures on local capacity are arising from the enrolment of pupils from outside the local area where there may be other school provision opportunities available to them.
• In assessing accommodation capacity at this school and neighbouring schools, an assessment will need to be made on how best to utilise existing capacity in the context of both mainstream and SEN requirements in the local area.
The above sets the parameters for the department’s decision-making processes and this will, where necessary, involve engagement with school patrons and relevant individual schools as appropriate.
The application is being considered in the context of NDP funding and the school will be contacted directly when a decision has been made.
Disadvantaged Status
Ceisteanna (204)
Micheál Carrigy
Ceist:204. Deputy Micheál Carrigy asked the Minister for Education and Youth for an update regarding the appeal application for the DEIS+ programme at a school (details supplied). [44865/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
As the Deputy is aware, an appeal process is currently underway for schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their enrolment data. It would not be appropriate to comment on individual schools or on the status of any individual appeal until that process has concluded. It is anticipated that schools will be informed of the outcomes by the end of June 2026.
The DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.
My department and I will continue to engage with school communities and education stakeholders regarding the implementation of the DEIS Strategy to 2035 and the range of supports available to schools serving communities experiencing educational disadvantage. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
Disadvantaged Status
Ceisteanna (205)
Micheál Carrigy
Ceist:205. Deputy Micheál Carrigy asked the Minister for Education and Youth for an update regarding an appeal application for the DEIS+ programme at a school (details supplied). [44866/26]
Amharc ar fhreagraFreagraí scríofa
Addressing educational disadvantage and ensuring that every child and young person can reach their full potential is a key priority for me as Minister for Education and Youth and for the Government. The new DEIS Plus scheme, which will commence this year and was launched as part of the DEIS Strategy to 2035, represents the most significant expansion of targeted supports since the establishment of DEIS. DEIS Plus is designed to provide enhanced, evidence-based supports to a cohort of 121 schools with the highest concentrations of children and young people at risk of educational disadvantage, identified through a refined data-based model that draws on a range of indicators associated with persistent and intergenerational disadvantage.
This approach ensures that additional resources are directed where they can have the greatest impact and forms a core element of the wider €48 million full-year investment across both the DEIS Strategy and the DEIS Plus scheme. Approximately 30,000 children and young people attending DEIS Plus schools will benefit from these targeted supports.
As the Deputy is aware, an appeal process is currently underway for schools that were not satisfied with the outcome following the application of the DEIS Plus identification model to their enrolment data. It would not be appropriate to comment on individual schools or on the status of any individual appeal until that process has concluded. It is anticipated that schools will be informed of the outcomes by the end of June 2026.
The DEIS Strategy to 2035 also acknowledges that students at risk of educational disadvantage are present in all schools. It therefore focuses on improving outcomes, encouraging innovation and ensuring schools can access the right supports when needed.
My department and I will continue to engage with school communities and education stakeholders regarding the implementation of the DEIS Strategy to 2035 and the range of supports available to schools serving communities experiencing educational disadvantage. Any future allocation of resources will be considered over the lifetime of the DEIS Strategy to 2035 and in the context of available resources.
School Enrolments
Ceisteanna (206)
Micheál Carrigy
Ceist:206. Deputy Micheál Carrigy asked the Minister for Education and Youth whether temporary supports could be given to a school (details supplied) to support them, as they begin an enrolment recruitment process to be in line with her Department's criteria. [44867/26]
Amharc ar fhreagraFreagraí scríofa
The key factor for determining the level of staffing resources provided at individual school level is the staffing schedule for the relevant school year and pupil enrolments on the previous 30 September. The staffing schedule is an allocation mechanism that uses enrolment bands to determine the number of classroom teaching posts allocated to a school. The primary staffing schedule plays a central role in supporting sustainability at school level by aligning staffing resources with enrolment patterns in a clear and consistent manner treating all similar types of schools equally, irrespective of location.
Within the staffing arrangements (Circular 0025/2026), there are options available to schools to apply for additional staffing. Schools experiencing rapid increases in enrolment can apply for additional permanent mainstream posts, using projected enrolment. There is also a staffing appeals mechanism for schools to apply to an independent Primary Staffing Appeals Board, under certain published criteria.